Product description

This study investigates both the contextual features of a range of real-life academic writing tasks and reading-into-writing test tasks, and the cognitive processes required to complete the integrated task type successfully. Since its publication, the CEFR has become influential in building a shared understanding of performance levels for foreign language learners but mainly for individual macro skills. A considerable gap remains in the understanding of the integrated reading-into-writing skills, which are so important to the kinds of academic and professional written language use involved at the higher levels of the CEFR.

Key features

• Provides an up-to-date review of relevant literature on the reading-into-writing construct.
• Includes an evidence-based description of integrated reading-into-writing skills.
• Sets out a methodology for defining the contextual and cognitive parameters for teaching and testing integrated reading-into-writing skills for academic purposes.